Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
-A question that I have developed a lesson for pertains to ghsphys2010 question 21. The open-response question asks students to identify the correct property of matter that is shown in a graduated cylinder, to read the amount shown, and compare it to the volume of water in a beaker.
In addition, I made a demonstration for the ghsphys2010 question 16, which is a question about potential and kinetic energy.
Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
-Question 21 aligns with Standards 2 and 3 for Properties of Matter. Question 16 aligns with Standard 13 for Forms of Energy.
Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
-According to my district’s curriculum map, we address the standards in grade 8.
What instructional activities did you use during the last school year to teach your students?
-The first test I gave students was a practicum, which would prepare students to answer question 21. The practicum was set up in 7 stations but in station #1, students had to identify the volume of water in a graduated cylinder and station #2 was to pour water into a graduated cylinder for a volume that was unique to each student. Students took guided notes on matter, specifically volume and mass, for definitions, units, and instruments to prepare for the test. Students also had opportunities to use the graduated cylinders and beakers to pour and read liquids in class and we practiced the test in stations the day before. After taking the test, the teacher next door heard some students say that the practicum was the most fun they ever had when taking a test and 4 months later the students were able to recall the correct units and instruments they used when pouring the liquids.
I made a demonstration to address standard 13. I brought in a child’s bead roller coaster toy to demonstrate that the bead has potential energy at the top of the hill and kinetic energy as it starts to roll down.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Activity- Understanding properties of matter and measurement (length, mass, volume, and density) using correct measurement devices and units (List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students took notes on measurement (length, mass, volume, and density) using definitions and measuring tool identifications through images
Students took a practical as their measurement test, where they had to perform all of the measurements that they learned about in class and identify the correct tools and units
Stage 1 Activity: Objective: Students will be able to define measurement terms and use the correct measuring equipment and units
Activity type: Conceptual knowledge: takes notes from PowerPoint with definitions of measurement terms, correct units needed to measure, and pictures of measuring tools
Procedural knowledge: practice using the equipment by taking various measurements using correct units and formulas Knowledge expression: take a practical quiz in which students must take actual measurements and identify the correct units and equipment used Instructions: 1. PowerPoint Presentation with guided-notes, where students define measurement terms, their units, and identify pictures of the measuring equipment 2. Spend one day on each of the following topics: measuring length, measuring volume (box, rock), measuring mass, and measuring density 3. Practice the practical exam as a review 4. Take a practical exam to be graded
Classroom materials: Projector Triple Beam Balance Graduated Cylinders Pipettes Supply of Water Rocks Boxes Meter Tape Post-its
Assessment: Students will need to take accurate measurements. All of the measurements such as volumes (rocks, boxes), length (string), density (rock) will be predetermined. Each student will measure a designated item at the table labeled a, b, c, or d for each station (8 stations total: #1 read volume of graduated cylinder, #2 measure volume of water, #3 measure length of string, #4 measure mass of rock, #5 measure volume of rock, #6 measure volume of box, #7 measure density of rock, #8 multiple choice bonus questions).
Please Post Comments Here
Jen Moore- Jacey this seems like this is a great activity. I love that you are really breaking down such an important concept such as measurement. I think this would be really great for students and really help them to understand the concept. The video is awesome too. I think students would enjoy it. Your assessment is also very concrete. Nice work!
Len Martino- Good job Jacey !
I’m glad you are doing an activity involving measurements and density! I like the way it is set up and your assessment. I do a density lab for Oceanography that lasts a few days at the beginning of the school year to engage students assess their lab and math skill. I would suggest that you extend this activity because of its importance. I consistently have juniors and seniors who have difficulty with using measuring instruments and making the calculation for density.
Technology Link for Students: http://www.surveymonkey.com/s/2011StudentTechSurvey
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Determine what forces or motion concept your students will need to know. List these on your teacher page.
Eighth grade students need to understand motion and be able to use the formula for speed for the MCAS in the spring.
2. Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
The Web 2.0 tool that would be appropriate for understanding motion and speed is ClassMarker.
3. Provide instructions on how students will use the tool to demonstrate their understanding.
Students will take an online ClassMarker quiz for which they will computer several speed problems using the formula distance divided by time.
Jacey, Classmaker seems like it would be a very effective assessment to see if your students understand motion and if they are able to use to formula for speed. This would provide you with great data that could drive later instruction. -Jen Moore
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students will be able to identify examples of chemistry terms.
Students will be assessed based upon the examples that they create for each term on the Black Box Cube. The ability to match the correct vocabulary term, which is given on the Black Box Cube, to a correct example that they create on their own, will result in 1 point. The students will quiz each other on being able to generate examples of the six Black Box Cube terms.
Steps:
1.Students work in pairs
2.One student will have a Black Box cube complete with the chemistry terms element, atom, molecule, compound, matter, and phase.
3.The student who is quizzing the student answering will determine if the answer is correct or not.
4.Students will keep track of their points, which represent correct examples as one student quizzes the other using the Black Box cube.
5.After one student is quizzed, they switch roles.
6.Students combine points earned between partners with other partners in the class.
7.The class discusses some of the examples provided.
Students will be able to understand identify kinetic and potential energy in a pendulum.
Massachusetts Curriculum Framework Standard:
Physical Science 5-8: 13, Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
Task:
Students will work in a small group constructing a pendulum using a pencil, string, tape, paperclip, 5 washers, and a timer. Students will test the number of swings back and forth the pendulum makes in 1 minute using various washer weights. Students will test to see if their hypothesis is supported and create a bar graph which they will analyze along with the identification of when the pendulum experienced kinetic vs potential energy.
Materials:
Pencil, string, tape, paperclip, 5 small washers, lab notebook, and a timer.
Procedure:
Make a pendulum by tying a washer onto one end of a piece of string, and tie an opened paper clip onto the other end.* The pendulum without washers is made first, in which only the pencil, string, opened paper clip, and tape is used. The pendulum without washers serves as a control group in order to assess if adding weight (with washers) will increase or decrease the number of swings back and forth per minute.
Hang the end with the paper clip from a high place.
Release the pendulum.
Use a timer to time the number of swings in 1 minute.
Record the number of swings.
Repeat several times using 1, 2, 3, 4, and 5 washers, releasing the pendulum from the same height each time for the same length of time.
Record all data in a table.
Number of Washers
Number of Swings per Minute
0
1
2
3
4
5
Sketch a drawing of the pendulum when it was experiencing maximum kinetic energy
Sketch a drawing of the pendulum when it was experiencing maximum potential energy.
Students will submit all hypothesis, data, graphs, and analysis in a report form that will be assessed.
Grouping:
Students will work in groups of 3.
Misconceptions:
Although the activity will involve an experiment, it will contain a control group, which is the pendulum without any washers, making the experiment a controlled experiment. In addition, observation alone will not be used in the controlled experiment. Inference will also be used to analyze the data based on the observation.
Students will take an energy quiz, specifically using Quizlet. Students will also be assessed based upon their pendulum reports and their ability to cooperate and work as a group.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Jacey Vaughan
Lesson Title: Exploring Energy
Grade Level: 8
State Standards: Massachusetts Curriculum Framework Physical Science 5-8: 13, Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
Lesson Question: How is energy conserved?
Introduction: You have just learned about the differences between Kinetic and Potential Energy. Through a Pendulum Experiment, you were able to identify at what points the pendulum experienced maximum Kinetic Energy and maximum Potential Energy. Now, you will learn about how the total energy of the system, or mechanical energy, is conserved.
Task: You will create a bar graph demonstrating the conservation of energy of the pendulum experiment. Your task is to understand the difference between kinetic and potential energy, identify when the pendulum was experiencing the different forms of energy, and recognize that the total energy of the system was conserved throughout the entire experiment.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Step #1. Day 1: Building on their knowledge of kinetic and potential energy, students watch a Prezi about mechanical energy. Students as a class will watch Prezi presentation using projector. (http://prezi.com/ytrlue4vqqh2/mechanical-energy/)
Step #3. Day 2: Students answer questions about kinetic and potential energy using an online worksheet that offers instant answers and percentage correct. Each student uses an individual computer to complete the worksheet. Students will tell the teacher his/her score at the end of the all questions. (http://www.cstephenmurray.com/onlinequizes/physics/workandenergy/kineticvspotentialenergy.htm)
Step #4. Day 3. Students create a bar chart representing mechanical energy (sum of kinetic and potential energy) of the pendulum experiment).
Sample Bar Graph, KE and PE amount vary but TME or Total Mechanical Energy Remains the Same
Conclusion: Using your understanding of mechanical energy and the principal of conservation of energy, your bar graph should reflect that the sum remains the same, but the amount of kinetic and potential energy differ at different pendulum positions.
Assessments: Students will be assessed through the Bill Nye video comprehension questions, the online worksheet, and their bar mechanical energy graphs.
Assessment Rubric:
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
recall the difference between kinetic and potential energy (Bill Nye video questions
9-10 correct
7-8 correct
6 correct
5 or less correct
20%
identify positions of maximum or minimum kinetic and potential energy
12-14 correct
10-11 correct
8-9 correct
7 or less correct
30%
demonstrate the conservation of energy of the pendulum experiment
Identifies 100% max KE and PE and conservation correctly
Identifies 75%-99% max KE and PE and conservation correctly
Identifies 60-74% max KE and PE and conservation correctly
Identifies 50% or less max KE and PE and conservation correctly
Workshop Wiki Page - Jacey Vaughan
Workshop 2 - MCAS Assessments & Curriculum Mapping
Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.-A question that I have developed a lesson for pertains to ghsphys2010 question 21. The open-response question asks students to identify the correct property of matter that is shown in a graduated cylinder, to read the amount shown, and compare it to the volume of water in a beaker.
In addition, I made a demonstration for the ghsphys2010 question 16, which is a question about potential and kinetic energy.
Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
-Question 21 aligns with Standards 2 and 3 for Properties of Matter. Question 16 aligns with Standard 13 for Forms of Energy.
Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
-According to my district’s curriculum map, we address the standards in grade 8.
What instructional activities did you use during the last school year to teach your students?
-The first test I gave students was a practicum, which would prepare students to answer question 21. The practicum was set up in 7 stations but in station #1, students had to identify the volume of water in a graduated cylinder and station #2 was to pour water into a graduated cylinder for a volume that was unique to each student. Students took guided notes on matter, specifically volume and mass, for definitions, units, and instruments to prepare for the test. Students also had opportunities to use the graduated cylinders and beakers to pour and read liquids in class and we practiced the test in stations the day before. After taking the test, the teacher next door heard some students say that the practicum was the most fun they ever had when taking a test and 4 months later the students were able to recall the correct units and instruments they used when pouring the liquids.
I made a demonstration to address standard 13. I brought in a child’s bead roller coaster toy to demonstrate that the bead has potential energy at the top of the hill and kinetic energy as it starts to roll down.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Activity- Understanding properties of matter and measurement (length, mass, volume, and density) using correct measurement devices and units
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity:
Objective: Students will be able to define measurement terms and use the correct measuring equipment and units
Activity type:
Conceptual knowledge: takes notes from PowerPoint with definitions of measurement terms, correct units needed to measure, and pictures of measuring tools
Procedural knowledge: practice using the equipment by taking various measurements using correct units and formulas
Knowledge expression: take a practical quiz in which students must take actual measurements and identify the correct units and equipment used
Instructions:
1. PowerPoint Presentation with guided-notes, where students define measurement terms, their units, and identify pictures of the measuring equipment
2. Spend one day on each of the following topics: measuring length, measuring volume (box, rock), measuring mass, and measuring density
3. Practice the practical exam as a review
4. Take a practical exam to be graded
Online component:
Youtube.com Video about Measuring Volume with Displacement
Classroom materials:
Projector
Triple Beam Balance
Graduated Cylinders
Pipettes
Supply of Water
Rocks
Boxes
Meter Tape
Post-its
Assessment:
Students will need to take accurate measurements. All of the measurements such as volumes (rocks, boxes), length (string), density (rock) will be predetermined. Each student will measure a designated item at the table labeled a, b, c, or d for each station (8 stations total: #1 read volume of graduated cylinder, #2 measure volume of water, #3 measure length of string, #4 measure mass of rock, #5 measure volume of rock, #6 measure volume of box, #7 measure density of rock, #8 multiple choice bonus questions).
Please Post Comments Here
Jen Moore- Jacey this seems like this is a great activity. I love that you are really breaking down such an important concept such as measurement. I think this would be really great for students and really help them to understand the concept. The video is awesome too. I think students would enjoy it. Your assessment is also very concrete. Nice work!
Len Martino- Good job Jacey !
I’m glad you are doing an activity involving measurements and density! I like the way it is set up and your assessment. I do a density lab for Oceanography that lasts a few days at the beginning of the school year to engage students assess their lab and math skill. I would suggest that you extend this activity because of its importance. I consistently have juniors and seniors who have difficulty with using measuring instruments and making the calculation for density.
Technology Link for Students: http://www.surveymonkey.com/s/2011StudentTechSurvey
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Eighth grade students need to understand motion and be able to use the formula for speed for the MCAS in the spring.
2. Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
The Web 2.0 tool that would be appropriate for understanding motion and speed is ClassMarker.
3. Provide instructions on how students will use the tool to demonstrate their understanding.
Students will take an online ClassMarker quiz for which they will computer several speed problems using the formula distance divided by time.
4. Build the tool or post links to tool.
See the link below:
http://www.classmarker.com/online-test/start/?quiz=dnt5148b578d1464
Jacey,
Classmaker seems like it would be a very effective assessment to see if your students understand motion and if they are able to use to formula for speed. This would provide you with great data that could drive later instruction.
-Jen Moore
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students will be able to identify examples of chemistry terms.
Students will be assessed based upon the examples that they create for each term on the Black Box Cube. The ability to match the correct vocabulary term, which is given on the Black Box Cube, to a correct example that they create on their own, will result in 1 point. The students will quiz each other on being able to generate examples of the six Black Box Cube terms.
Steps:
Stage 2 Activity
Objective:
Students will be able to understand identify kinetic and potential energy in a pendulum.
Massachusetts Curriculum Framework Standard:
Physical Science 5-8: 13, Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
Task:
Students will work in a small group constructing a pendulum using a pencil, string, tape, paperclip, 5 washers, and a timer. Students will test the number of swings back and forth the pendulum makes in 1 minute using various washer weights. Students will test to see if their hypothesis is supported and create a bar graph which they will analyze along with the identification of when the pendulum experienced kinetic vs potential energy.
Materials:
Pencil, string, tape, paperclip, 5 small washers, lab notebook, and a timer.
Procedure:
- Sketch a drawing of the pendulum when it was experiencing maximum kinetic energy
- Sketch a drawing of the pendulum when it was experiencing maximum potential energy.
- Students will submit all hypothesis, data, graphs, and analysis in a report form that will be assessed.
Grouping:Students will work in groups of 3.
Misconceptions:
Although the activity will involve an experiment, it will contain a control group, which is the pendulum without any washers, making the experiment a controlled experiment. In addition, observation alone will not be used in the controlled experiment. Inference will also be used to analyze the data based on the observation.
Web 2.0 online component:
1. Students will watch a Prezi presentation on the basics of kinetic and potential energy (http://prezi.com/qw3lecnjx5ct/kinetic-and-potential-energy/)
2. Students answer questions about kinetic and potential energy using an online worksheet that offers instant answers and percentage correct. (http://www.cstephenmurray.com/onlinequizes/physics/workandenergy/kineticvspotentialenergy.htm)
Assessment:
Students will take an energy quiz, specifically using Quizlet. Students will also be assessed based upon their pendulum reports and their ability to cooperate and work as a group.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Jacey Vaughan
Lesson Title: Exploring Energy
Grade Level: 8
State Standards: Massachusetts Curriculum Framework Physical Science 5-8: 13, Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
Lesson Question: How is energy conserved?
Introduction: You have just learned about the differences between Kinetic and Potential Energy. Through a Pendulum Experiment, you were able to identify at what points the pendulum experienced maximum Kinetic Energy and maximum Potential Energy. Now, you will learn about how the total energy of the system, or mechanical energy, is conserved.
Task: You will create a bar graph demonstrating the conservation of energy of the pendulum experiment. Your task is to understand the difference between kinetic and potential energy, identify when the pendulum was experiencing the different forms of energy, and recognize that the total energy of the system was conserved throughout the entire experiment.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Step #1. Day 1: Building on their knowledge of kinetic and potential energy, students watch a Prezi about mechanical energy. Students as a class will watch Prezi presentation using projector. (http://prezi.com/ytrlue4vqqh2/mechanical-energy/)
Step #2. Students watch a Bill Nye the Science Guy Episode about Energy and answer Questions. The video will be watched as a class using a projector. Questions will be submitted to each student prior to the start of the video, which they will answer in sequence with the video individually to be submitted for assessment. (http://www.youtube.com/watch?v=zTXW9aRO23Y, http://www.youtube.com/watch?v=Vfcsq6ylRzg, http://www.youtube.com/watch?v=XkDG02nzfSk)
Step #3. Day 2: Students answer questions about kinetic and potential energy using an online worksheet that offers instant answers and percentage correct. Each student uses an individual computer to complete the worksheet. Students will tell the teacher his/her score at the end of the all questions. (http://www.cstephenmurray.com/onlinequizes/physics/workandenergy/kineticvspotentialenergy.htm)
Step #4. Day 3. Students create a bar chart representing mechanical energy (sum of kinetic and potential energy) of the pendulum experiment).
Pendulum.gif
Conclusion: Using your understanding of mechanical energy and the principal of conservation of energy, your bar graph should reflect that the sum remains the same, but the amount of kinetic and potential energy differ at different pendulum positions.
Assessments: Students will be assessed through the Bill Nye video comprehension questions, the online worksheet, and their bar mechanical energy graphs.
Assessment Rubric:
Resources:
Mechanical Energy Prezi
http://prezi.com/ytrlue4vqqh2/mechanical-energy/
Swinging Pendulum Picture
http://www.physicsclassroom.com/mmedia/energy/pe.cfm
Total Mechanical Energy Bar Graph
http://www.physicsclassroom.com/Class/waves/u10l0c.cfm
Non-Conservative and Energy Conserved Graph
http://scripts.mit.edu/~srayyan/PERwiki/index.php?title=Module_9_--_Potential_Energy_Graphs
Bill Nye Videos Parts 1-3
http://www.youtube.com/watch?v=zTXW9aRO23Y, http://www.youtube.com/watch?v=Vfcsq6ylRzg, http://www.youtube.com/watch?v=XkDG02nzfSk
Kinetic and Potential Energy Interactive Worksheet
http://www.cstephenmurray.com/onlinequizes/physics/workandenergy/kineticvspotentialenergy.htm
Teacher Notes: